educational counseling program fieldwork handbook

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Educational Counseling Program

Fieldwork Handbook

MS Counseling

School Counseling/ Pupil Personnel Services Credential

and

MS Counseling

Student Affairs in Higher Education

CALIFORNIA STATE UNIVERSITY, BAKERSFIELD

SCHOOL OF SOCIAL SCIENCES AND EDUCATION

Please note: This is a living document and is revised as

needed.

Revised January 2018

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Table of Contents Fieldwork Information and Requirements ..................................................................................................................3 Prior to Fieldwork .....................................................................................................................................................3

Student Liability Insurance....................................................................................................................................... 3 Certificate of Clearance ...............................................................................................................................................3

Registration............................................................................................................................................................. 4 Placement Guidelines.............................................................................................................................................. 4 Supervisor Qualifications ........................................................................................................................................ 4

Fieldwork Hours ...............................................................................................................................................4 & 5 Diversity Requirement ............................................................................................................................................ 5

Record of Hours ...................................................................................................................................................... 5 Additional Hours and Candidate Dispositions ...................................................................................................5 & 6

End-Of-Semester Evaluations..................................................................................................................................6 Additional Requirements.........................................................................................................................................6

PPS Only ................................................................................................................................................................ 7

Exit Survey……………………………………………………………………………………………………………7 CSUB School of Social Sciences and Education Diversity Policy……...…………………………………....9 & 10

EDCS Candidate Improvement Plan…………………………………………………………………………11 & 12

Fieldwork Forms/Additional Information ................................................................................................................13

Approved Fieldwork/Internship Districts ........................................................................................................14 & 15 Fieldwork Checklist (Form #03) ............................................................................................................................. 16

Fieldwork Application (Form #02) ..........................................................................................................................17 Advancement to Candidacy (Form #01).................................................................................................................18

How to Obtain a Certificate of Clearance .......................................................................................................19 & 20 Information for Site Supervisors .......................................................................................................................21 &22 Cooperative Agreement (Form #04) ................................................................................................................23 & 24

Representative Fieldwork Experiences and Expectations .........................................................................................25 Weekly Time/Activities Record (Form #05) .......................................................................................................... ...26

Fieldwork Log (Form #06) .................................................................................................................................... ...27 Student Information and Assignments (Form #12).................................................................................. …………......28

Evaluation of Student by Site Supervisor (School Counseling; Form #07SC) ..................................................29 & 30 Evaluation of Student by Site Supervisor (Student Affairs; Form #07SA) .......................................................31 & 32

Disposition Evaluation of Student by Site Supervisor (Form #08) ............................................................................33 Student Evaluation of Site Supervisor (Form #09) .....................................................................................................34

Student Evaluation of University Supervisor (Form #10) ..........................................................................................35 Student Self-Evaluation (School Counseling; Form #11SC)............................................................................36 & 37

Student Self-Evaluation (Student Affairs; Form #11SA) .................................................................................38 & 39 Case Study Guidelines........................................................................................................................................... ....40 Case Study Grading Rubric ................................................................................................................................... .....41 Credential Application for PPS: School Counseling………………………………………….………………… 43 & 44

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Fieldwork Information and Requirements Welcome to the fieldwork portion of the Educational Counseling Program! Fieldwork is designed

to provide counseling students with training and experiences that complement graduate coursework

while accruing hours in settings similar to those where one may obtain employment after

graduation. During fieldwork, counseling students have opportunities to enhance knowledge and

skills in areas such as educational assessment, personal and social counseling, academic and career

counseling, program development, progr am coordination and supervision, consultation,

professional ethics, etc.

This handbook is intended to provide administrators, site supervisors, university supervisors, and

counseling students with an understanding of EDCS fieldwork guidelines, responsibilities, and

expectations. Questions and concerns that remain after reviewing the handbook may be addressed

to university supervisor. EDCS Counseling students – please read this entire Fieldwork Handbook to ensure you

understand and meet all fieldwork requirements. In addition, complete a Fieldwork Checklist

(Form #03, p. 16) each semester you enroll in fieldwork.

Prior to

Fieldwork Before you may begin Fieldwork, you need:

1. 12 units of coursework completed in the EDCS program (In progress units do not apply)

2. GPA of 3.0 or above

3. Satisfied upper division writing requirement (GWAR) 4. Passed the CBEST (School Counseling only)

i. You must provide evidence that ALL sections were passed

5. Evidence of TB Clearance

6. Completed Classified Status/File - completed all EDCS program requirements for

admission (Statistics, GPA, etc.) and completed program paperwork upon acceptance

(“Program of Study” and “Student Course Plan”). 7. Completed Advancement to Candidacy (Form #01, p. 18) submitted to Julia Bavier

(Graduate Evaluator; SSE Credentials Office; 654-3193; [email protected]).

8. Completed Fieldwork Application (Form #02, p. 17) submitted to Dr. Haas (SC) or Dr.

Ortiz-Bush (SA)

9. Evidence of completed “Mandated Reporter Training”:

www.educators.mandatedreporterca.com/default.htm

Student Liability Insurance All students are responsible for purchasing Student Liability Insurance prior to beginning fieldwork

hours (obtained from the CSUB Cashier’s Office, valid for one year from the date of purchase).

Proof of insurance (receipt) is to be placed in the student’s fieldwork file.

Certificate of Clearance* A Certificate of Clearance is required and must be on file with the California Commission on Teacher Credentialing prior to beginning fieldwork hours.

mailto:[email protected]

http://www.educators.mandatedreporterca.com/default.htm

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ALL EDCS students will be required to obtain a Certificate of Clearance before beginning

fieldwork. Please see “How to Obtain Certification of Clearance” on page 19 & 20 for

additional information.

*Please be advised that some school districts may require fieldwork applicants to obtain a Certificate of Clearance and/or complete additional paperwork through their district even though you may already have clearance in another district. For example, you may teach in a P-8 district and have clearance in that district, however, if you want to complete high school hours within the Kern High School District, you will have to contact their personnel office and complete additional paperwork and obtain clearance through KHSD. Please allow adequate time to obtain clearance from a district, as you are not able to begin your fieldwork you are cleared by the respective school district.

Registration Once your Advancement to Candidacy (Form # 01, p. 18) is approved and processed, you may

register for Fieldwork. Please be sure to register for the appropriate class:

EDCS 6210 & 6220 = School Counseling or PPS Only (600 hours total)

EDCS 6310 & 6320 = Student Affairs (500 hours total)

Placement

Guidelines

Upon receiving the Fieldwork Application (Form # 02, p. 17), the university supervisor will

secure a site placement for the student and/or a list of possible placements. The university

supervisor may provide contact information for placements at which time the student should

contact the site supervisor to arrange a meeting. Before meeting with the site supervisor, the

student should share a copy of the Educational Counseling Program Fieldwork Handbook

(this manual) with the site supervisor, specifically directing him/her to Information for Site

Supervisors (p. 21). The student should also share the name and contact information for the

university supervisor if the site supervisor does not already have this information. During the

meeting, the student and the site supervisor will jointly develop a Cooperative Agreement

(Form #04p. 23 & 24). The completed agreement should be signed by the site supervisor, the

student, and the university supervisor.

If a situation occurs such that the student is unable to complete the assigned counseling fieldwork,

the student is responsible for informing the university supervisor so that so the university

supervisor can attempt to place student at another site.

Fieldwork placements must be completed within Kern County. Please refer to Approved Fieldwork

Districts on pages 14 & 15.

Supervisor Qualifications K-12 site supervisors must have a Pupil Personnel Services Credential (in School Counseling) and at least two years of experience.

All other site supervisors must have a master’s degree and at least two years of experience in their

current position. University supervisors must have a master’s degree and at least two years of

experience as a K-12 school counselor and/or student affairs professional.

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Fieldwork Hours

School Counseling/PPS Only students must earn minimum a total of 600 hours; 200 hours in one

school level (elementary, middle school/junior high, and/or high school) and 200 hours at a school

at a different school level for a minimum of 400 hours in a K-12 setting. The additional 200 hours

may be earned in a college or university setting.

Student Affairs students must earn 500 hours at a college or university setting working in a

professional role (i.e., not clerical).

Diversity Requirement

School Counseling and Student Affairs candidates must be able to work effectively with all K-16

students, including individuals of different race, ethnicity, socioeconomic status, gender,

exceptionalities, language, religion, sexual orientation, and/or geographical area. In addition,

counseling candidates should encourage K-16 students to respect each other and celebrate their

diverse backgrounds.

To this end, up to 150 hours of fieldwork must be devoted to issues of diversity. This may

be satisfied through the following:

100 hours in a diversity program or with the development and implementation of a program that

addresses diversity issues + 50 hours working with at least 10 students (individually or in group)

from diverse groups.

OR

All 150 hours working with K-16 students (individually or in group) from diverse groups.

Students must submit fieldwork logs confirming their experiences working with K-16 students

from diverse groups. In addition, site supervisors are asked to evaluate the student’s involvement

at the school/site. This evaluation is shared with the student and the university supervisor. Finally,

students enrolled in EDCS 6220 and 6320 must also complete a Case Study assignment in which

they implement and evaluate a counseling intervention designed for a K-16 student from a

racial/ethnic group different from their own.

Record of Hours Students are to keep a record of fieldwork hours accumulated at each site. Hours are to be recorded

on the Weekly Time/Activities Record (Form #05, p. 26). Students must also maintain a Fieldwork

Log (Form #06, p. 27) and Student Information and Assignments sheet (Form #12, p. 28), both of

which should be updated each quarter of fieldwork. All forms should be filed in the student’s

fieldwork folder. Upon reaching the following milestone-fieldwork hours, the student will be

granted credit for EDCS 6210 & 6220 and 6310 & 6320.

EDCS 6210=300 hours (SC)

EDCS 6310=250 hours (SA)

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EDCS 6220=300 hours and case study (SC)

EDCS 6320=250 hours and case study (SA)

If more than two semesters are required to complete the 600-hour fieldwork requirement for

School Counseling/PPS and 500 hours for Student Affairs, the student is to enroll in

EDCS 6230, and if needed EDCS 6240 (SC) and EDCS 6340, and if needed EDCS 6350

(SA).

Additional Hours and Candidate Dispositions The 600-hour requirement for School Counseling and the 500-hour requirement for Student

Affairs is a minimum. A student may be required to complete additional hours if s/he, in the sole

opinions of EDCS faculty, is not obtaining the School of Social Sciences and Education’s

dispositions (listed below) and/or has unacceptable field supervisor evaluations. EDCS faculty will

discuss the requirement of additional hours with the student before determining the number of

additional hours required.

Candidate

Dispositions Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

• Professional Collaboration: Candidates will participate in action-oriented

collaboration that will enable them to learn from others and provide leadership in

partnerships with all stakeholders.

• Reflective Practitioner: Candidates are reflective, life-long learners who apply problem

solving and critical thinking strategies and the respectful appreciation of differing points of

view.

• Ethical Professional: Candidates’ actions are based on accepted professional standard of

conduct and reflect insight and awareness with respect to diverse perspectives, opinions,

obligations and ethical responsibilities of the profession.

• Student/Client Centered: Candidates, throughout their programs, will prioritize the

needs of the students/clients they serve by maintaining trusting relationships built upon

caring, nurturing (respective) and meaningful interactions.

• Professional Leader: Candidates, throughout their programs, will be strong, determined,

professional leaders with a clear instructional focus using effective communication

skills and a willingness to take risks to ensure the advancement, safety, and welfare

of all students in our communities. • Professional Competence: Candidates will maintain high programmatic outcomes that

reflect research-based practices, principles of learning differentiation, and standards based

instruction.

End-Of-Semester

Evaluations At the end of the semester, the site supervisor is to complete an evaluation of the student using the

Evaluation of Student by Site Supervisor (Form #7SC or 7SA, pp. 29-30 or 31-32). To receive

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credit for the experience, an overall average of 3.0 or higher (on a scale of 6.0) is required on the

evaluation. The site supervisor is also to complete a Disposition Evaluation of Student by Site

Supervisor (Form #08, p. 33). Both evaluations will be kept confidential and are to be forwarded to

the university supervisor via mail or by hand in a sealed envelope. All students are required to complete an Evaluation of Site Supervisor (Form #09, p. 34),

Evaluation of University Supervisor (Form # 10, p. 35), and Student Self-Evaluation (Form #11SC,

#11SA, pp. 36-37 or 38-39) at the end of each semester of fieldwork. Completed forms should be

filed in the student’s fieldwork folder.

Additional

Requirements

All students enrolled in fieldwork are expected to attend meetings with the university

supervisor.

Case Study Students enrolled in EDCS 6220 and 6320 are required to complete a Case Study (p. 40-41). Registration in the next consecutive Fieldwork course is required if the case study is not completed by the end of the term the student is registered for EDCS 6220 and 6320. PPS Only Students who have earned their MS Counseling (in EDCS Student Affairs Program) and are working

towards a PPS Credential only, will need to reapply to the EDCS program as a credential only

student. Students must complete and provide all application materials and meet the admission

deadlines in order to be considered for admission Submission of an application and meeting minimal

requirements does not guarantee admission into the PPS only program.

If admitted to the PPS only program, students will be required to complete school counseling courses

(EDCS 6030 and 6060) in addition to completing 600 hours of fieldwork. Four hundred (200 at two

different school levels) of the 600 hours must be in a K-12 setting.

Exit Survey

Students enrolled in EDCS 6220 and 6320 are also required to complete an online Educational

Counseling Program Exit Survey (p. 7 and 42). The Exit Survey confirmation (see below) should be

submitted to the university supervisor at the end of the semester. For School Counseling/PPS Only,

please keep a copy of your exit survey confirmation as you will need to supply a copy as part of

your credential application to Stephanie Prieliepp, Credential Analyst.

Education Counseling Exit Survey Link:

http://tinyurl.com/EDCSexitsurvey

Please follow the instructions on this page.




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CSUB School of Social Sciences and Education

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School Counseling

Diversity Policy

The School of Social Sciences and Education places Educational Counseling candidates seeking

School Counseling certification in school sites within our service area. In alignment with California

Teaching Commission Standards, and California Title 5, these candidates are asked to complete

diverse field observation and school counseling fieldwork experiences in placements in which the

candidate will be exposed to the following student populations: socioeconomically disadvantaged

students, students who are English language learners, gender, sexual orientation, and students with

disabilities. During fieldwork, students will systematically integrate culturally responsive

pedagogical practices in their coursework and field experiences.

Practices

Candidates submit an Application for Fieldwork to the School Counseling Coordinator who

facilitates placement in a P-12 school. Placement only occurs within school districts that have an

existing fieldwork/clinical MOU with the EDCS program. School selection is based upon service

area district demographics to ensure diverse placements during each program. Fieldwork site

supervisors and university supervisors evaluate candidate alignment with diversity procedures and

expectations. Candidates reflect about how diversity influences their work with students. Records of

placements and evaluations are maintained by the EDCS program.

CSUB School Counseling Candidates will:

• Learn about students in their fieldwork in order to understand represented cultures.

• Be mindful and respectful of the issues that diverse populations present.

• Recognize that students may be brought up in cultures which have different beliefs from one

another and which may be different from your own.

• Acknowledge student differences as well as commonalities and celebrate the differences and

commonalities.

• Examine personal attitudes that might reflect prejudices or bias.

• Utilize community resources and school counseling best practices in fostering student

academic, career/vocational, and social-emotional development.

Procedures

Before beginning a School Counseling field experience, the School Counseling candidate will:

• Consult the district’s school report card. This will give you valuable information about the

demographic make-up of the school population as well as other important information about

the district. (http://www.cde.ca.gov/ta/ac/sa/ )

• Consult the school district’s website to obtain more specific information about the school and

the district in which you will be working.

• Try to visit the school/take a tour of the community before you begin your work there.

When working at the school:

http://www.cde.ca.gov/ta/ac/sa/

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• Talk with a school administrator or School Counseling site supervisor about the demographic

make-up of the school.

• Confer with university and site supervisor regarding impact the diversity issues has on

students’ developmental trajectory, educational attainment, and career/vocational planning.

• Discuss best practices for working with diverse populations with colleagues.

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EDCS Candidate Improvement Plan Educational Counseling Program

California State University, Bakersfield

The CSUB Educational Counseling Program provide opportunities for candidates to develop

foundational knowledge, professional skills, and dispositions. University faculty, coordinators, and

supervisors make reasonable attempts to help candidates develop these competencies. If a candidate

is not developing competencies required by CTC guidelines and program requirements, it may be

necessary to take corrective action(s) as dictated by departmental and institutional policies, CSU

Executive Orders, and CTC guidelines. If the corrective action does not lead to the necessary

competence, it may be necessary to dismiss the candidate from the program after the due process is

exhausted.

Although cases may vary, the following general departmental due process will be implemented as

outlined below:

Step 1: Improvement Plan

A university supervisor, faculty member, or coordinator completes the EDCS Candidate

Improvement Plan and requests approval from the Program Director. The Program Director meets

with the Candidate to review the areas of concern and to establish specific steps for improvement.

This improvement plan is provided to the candidate (and other involved parties) in writing.

Step 2: Decision to Dismiss

If the candidate does not meet the stipulations in the improvement plan and continuation in the

program is not recommended, a committee of faculty members including the Program Director may

decide to dismiss the candidate from the program.

Step 3: Grievance Process

If the candidate would like to appeal the decision, he or she may send a written request to the

Department of Advanced Educational Studies Appeals Committee, which includes faculty members,

the Program Director, and the Department Chair. The Appeals Committee will meet with all involved

parties and inform the candidate of the final decision in writing.

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EDCS Improvement Plan

Candidate: ______________________Semester/Year: _________ Date: ________

University Supervisor/Site Supervisor/ Instructor/Coordinator:

__________________________________

Area(s) of Concern (Please list specific areas of concern):

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Specific Improvement Actions with timeline for completion:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

______________________________________________________

Once signed, please provide copies to the candidate, Program Director, and Program Evaluator (for

candidate’s file).

Candidate: _______________________________________ Date: _____________

Supervisor/Instructor: _______________________________________ Date: _____________

Decision:

____Improvement Plan met

____Candidate has demonstrated growth and has additional time to further improve. Please indicate

the amount of time allotted for this: _____________________________________

____Candidate is removed from the program

EDCS Program Director Signature: _________________________________

Date: ________________

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Fieldwork Forms/Additional Information

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Approved Fieldwork School Districts

Arvin Union School District

Bakersfield City School District (BCSD)

Delano Joint UHSD

Edison Elementary SD

Fairfax School District

Fruitvale School District

Greenfield SD

Grimmway Academy

Kern Community College District (KCCD)

*Kern County Superintendent of Schools

**Kern High School District

Lemoore Union Elementary School District

Lemoore Unified School District

Lindsay Unified SD

McFarland SD

Norris School District

Panama Buena Vista

Paramount Academy

Porterville Unified

Reef-Sunset USD

Richland SD

Rosedale Union SD

Standard School SD

Taft Union SD

Tehachapi USD

Tulare JUHSD

Vineland USD

Wasco UESD

Wasco UHSD

West Kern Community College District

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*To complete fieldwork in Kern County Superintendent of Schools (KCSOS), you must be

fingerprinted by the KCSOS Human Resources department.

**To complete fieldwork in Kern High School District (KHSD), please contact Denise Huizar (827-3100) in the KHSD Personnel Office to complete the KHSD fingerprinting process and:

Complete a tutor/observer packet from the KHSD Personnel Office (5801 Sundale Avenue)

Show driver’s license and social security card Complete KHSD fingerprinting process $49 processing fee for KHSD (cash) $12 fee for actual fingerprinting (List of fingerprinting agencies will be provided) Turn in copy of TB clearance

Note: required fee and paperwork are subject to change

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Fieldwork Checklist – Form #03

Student’s Name Term/Year

Course (circle one) EDCS 6210 6220 6310 6320 ________

Concentration (circle one) Student Affairs School Counseling PPS Only

Please initial and date each item below as you complete the requirement. If the item does not apply to you,

initial and write “NA.”

Requirements listed below must be met by the end of the 2nd week of classes or you may be

administratively dropped from Internship and will not be permitted to earn hours during the quarter.

Initial Date

Registered for Appropriate Fieldwork Class*

Fieldwork Application

TB Clearance (within five years)

Proof of CSUB Insurance Expiration Date

Certificate of Clearance Expiration Date

Cooperative Agreement

Requirements listed below must be met by the 13th

or 14th

week of classes or you may be given a grade of “NC” (no credit) for Internship. This may compromise your academic standing, financial aid, etc.

Initial Date

Weekly Time/Activities Record (one for each week of Internship)

Evaluation of Student by Site Supervisor

Disposition Evaluation of Student by Site Supervisor

Evaluation of Site Supervisor

Evaluation of University Supervisor

Self-Evaluation

Case Study (EDCS 6220 and EDCS 6320 only)

EDCS Exit Survey (EDCS 6220 and EDCS 6320 only)

*Advancement to Candidacy form must be submitted and approved before you may register for your first fieldwork class.

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Fieldwork Application – Form #02

Return this application to the designated EDCS faculty member:

School Counseling: Dr. Haas

Student Affairs: Dr. Ortiz-Bush.

You must be approved for Advanced to Candidacy to begin Fieldwork.

Deadline: 12th Week of Class Prior to Fieldwork Semester

Name:

Mailing Address:

City: Zip:

Phone(s):

Email:

Concentration (check one):

___Student Affairs ___ School Counseling ____ PPS Only

Course you wish to take:

___EDCS 6210 ___EDCS 6220 ___EDCS 6230 ___EDCS 6240

___EDCS 6310 ___EDCS 6320 ___EDCS 6340 ___EDCS 6350

Semester/Year Requesting Fieldwork: Circle appropriate term and indicate year:

Fall Spring Summer Year:_____________

For this fieldwork, I prefer a site at:

___Elementary School ___Middle School ___High School ___College/Univ. Agency

I need CSUB to arrange my placement? ___ Yes ___No ___ I have a specific site in mind? __Yes ___ No

If yes, please indicate site name, district, supervisor, department, phone number and email address of site supervisor

(sites must be from approved site list in Educational Counseling Fieldwork Handbook.

Site Name:___________________________________________________

District:______________________________________________________

Supervisor:___________________________________________________

Department:__________________________________________________

Phone number and email address:________________________________

Previous Fieldwork (if any)

Site Name Hours Completed as of Today Total Hours Expected to Complete

1._________________ ________________________ _____________________________

2._________________ ________________________ _____________________________

3._________________ ________________________ _____________________________

INSURANCE - proof required at first fieldwork meeting (bring receipt)

Students must obtain student liability insurance from the CSUB Cashier’s Office (valid for one year from date of

purchase).

FINGERPRINTING - proof required at first fieldwork meeting Check one:

___I am a teacher and hold a Certificate of Clearance (provide proof of Certificate of Clearance).

___I have previously been fingerprinted and cleared with the CCTC (provide proof of Certificate of Clearance).

_____Per their request, I have obtained clearance from the school district in which I will be doing fieldwork.

_____Per their request, I have completed any additional school district requirements which have been requested by

the school district and have received notification that I am ready to begin my fieldwork.

NOTE: Before you may begin any fieldwork hours, you must have CSUB Student Liability Insurance and a

Certificate of Clearance.

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CSUB School of Social Sciences and Education – Graduate Studies Office Office Use Only: A&R Evaluator

Advancement to Candidacy(Form #01)

Name _________________________________________________ ID# _______________________________

Address____________________________________________________________________________________

Home or Cell Phone ____________________________________ Advisor: _____________________________

Student Signature___________________________________________________ Date____________________

Area of Master’s Concentration (Please check current program):

Counseling:

□School Counseling

□Student Affairs

□Educational Administration

□Special Education

Graduate Office Checklist:

□ 12 units completed in Program

□ Classified Status

□ Satisfactory GPA of 3.0 or above

For Office Use Only

□ Upper Division Writing Competency Requirement Satisfied by

□ CBEST (Services Credentials Only)

□ Certificate of Clear □ Prof. Liability Ins. □ TB results □ Mandatory Reporter

Educator Training

□ File materials complete □ Statistics

After consultation and review by the appropriate faculty of your concentration, we have:

□ APPROVED your petition for Advancement to Candidacy

□ DENIED your petition for Advancement to Candidacy at this time because:

Program Advisor Date

Advanced Educational Studies Chair Date

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How to Obtain a Certificate of Clearance

STEP 1: Fingerprint Scan

➢ Go to: www.ctc.ca.gov

➢ Under the “CA EDUCATORS” tab located at the top of the page:

• Select Application, Forms, Leaflets, and Manuals

• Select Application and Forms

• Select Request for Live Scan Service 41-LS form and print a copy to take to your LiveScan appointment.

➢ Contact the CSUB Police Department at (661) 654-2111 to schedule an appointment for Live Scan Fingerprinting.

Fees must be paid through the Cashier’s window prior to appointment. Fees can be paid in Cash or Personal Check

made payable to CSUB.

$51.00 DOJ/FBI fee (certification) $15.00 processing fee

$66.00 Total

You MUST bring the following items to your appointment: 1. Cashier’s receipt (verifying Live Scan payment)

2. Valid Photo identification

3. Live Scan Service 41-LS form

Your fingerprint Live Scan will be submitted electronically to Department of Justice/F.B.I. by CSU Bakersfield Police

Department. You will receive a copy of the Request for Live Scan (form 41-LS). This copy is for your records. Now you are

ready to proceed to Step 2. It is imperative you complete STEP 2, in order to obtain a Certificate of Clearance through the

Commission on Teacher Credentialing and for admission into the credential program.

STEP 2: Apply for the Certificate of Clearance through the Commission on Teacher Credentialing

➢ Go to: www.ctc.ca.gov and select the “ONLINE SERVICES FOR EDUCATORS” button

➢ Click on the “EDUCATOR PAGE” box

➢ If this is your first application with CTC you will be prompted to enter your SSN and DOB twice in order to create

your personal profile. ➢ Click on the “Create Person” button and enter your information and click “Save”. Click the “New” button to enter

your address and click “Next” in the lower right-hand corner ➢ Under “Web Applications” click on “Create New” button to start your Certificate of Clearance application.

➢ Using the drop-down arrow under General Application Category select “Certificate of Clearance/Activity

Supervisor” ➢ Click “Next” in the lower right-hand corner. Continue to follow the instructions and answer the Professional

Fitness questions. Click “Proceed to Payment” ONLY ONCE and pay for your certificate. *Turn off all pop-up

blockers prior to selecting the payment button. The payment window WILL N OT appear

if you have “Pop -U p B loc ke r s” on. ➢ Verify all payment information is correct before clicking the “Complete Payment” button. Do not click the

“Complete Payment” button more than once

➢ Print a copy of your receipt for your records. A copy may also be required to be submitted with your credential

application ➢ Processing time is approximately 2 weeks.

**NOTE: If you answered “Yes to any of the questions, you MUST send the required supporting documents to the

Commission on Teacher Credentialing per instructions provided. This may delay the processing time of your

application.

Look Up a Certificate of Clearance

➢ Go to: www.ctc.ca.gov and select “SEARCH FOR EDUCATOR”

➢ Select “Secured Search”; enter your Social Security Number and Date of Birth ➢ To view your document, select “File” from the tool bar and select “Print Preview” ➢ Print this page and submit a copy to the credentials office with your program application.

➢ Example of document is on the reverse side of these

BOTH STEPS 1 and 2 MUST BE COMPLETED TO BE GRANTED A CERTIFICATE OF CLEARANCE.

http://www.ctc.ca.gov/



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Live Scan Fingerprint Services at CSUB

California State University Bakersfield Police Department is proud to announce the availability of Live Scan

fingerprint services at the University Police Department. Effective September 13, 2010 any current student,

staff or faculty may receive fingerprint services when referred or authorized by a department or agency

authorized to receive Department of Justice Live Scan information (e.g., California Commission on Teacher

Credentialing, etc.).

To receive fingerprint services from the CSUB Police Department, you must have completed a Request for

Live Scan form with an ORI number. An ORI number identifies the department that is requesting the service.

Live Scan request forms are provided by the requesting department or agency (e.g., www.ctc.ca.gov; ORI

number will be on the 41-LS form you print).

Initially, fingerprint services will be available by appointment only. Please call the CSUB Police Department

at 654-2111 to schedule an appointment during the following time slots.

Tuesday 12pm to 3pm

Wednesday 9am to 11am

Thursday 12pm to 3pm

FEES Rolling Fee $15.00

All additional fees are determined by DOJ for the level of service needed (e.g., $51 DOJ/FBI fee certification)

PAYMENT Payment by individuals must be made at Cashier’s Office. The Cashier’s receipt must

be provided to University Police at the time of Live Scan services.

Departmental requests will require completed billing request form at the time of Live Scan services.

REQUIRED Valid photo identification

DOCUMENTS

Completed Request for Live Scan Services form

Receipt from Cashier’s Office or a completed Departmental Billing Request

If you have any questions, contact Corp. Johns or Mary Barnes at 654-2111

IMPORTANT

Be sure to get a copy of the Request for Live Scan (form 41-LS). This copy is for your records.

After obtaining fingerprint services at CSUB, you are ready to proceed to Step 2 (go back to page 1). It is

imperative that you complete STEP 2, otherwise you will not receive Fingerprint Clearance from the Teaching

Commission.


21

Information for Site Supervisors Thank you for agreeing to work with a CSU Bakersfield Educational Counseling graduate fieldwork

student. Please feel free to review this entire handbook for EDCS fieldwork guidelines, responsibilities, and

expectations. A brief summary is provided below for your convenience.

School Counseling fieldwork students are required to earn 600 hours total of fieldwork. Student Affairs

fieldwork students are required to earn 500 hours of fieldwork.

Your fieldwork student should make every effort to complete 250 (Student Affairs) and 200 (School

Counseling) hours during each academic semester at CSUB, but there is no penalty if s/he falls short of this

goal (s/he may work as little or as much as you need him/her during the term). The graduate counseling

fieldwork student will tell you exactly how many hours s/he hopes to earn at your site each week and will

agree to a set schedule. Before earning any hours, the student is expected to purchase CSUB student liability

insurance and to obtain a Certificate of Clearance.

Fieldwork experiences should reflect a wide range of activities typically found within a counselor’s day,

taught by you with a mentoring perspective. We prefer a 3-stage supervision model, starting with (1) the

counseling candidate observing you, then (2) the two of you co-leading, and, finally, (3) the counseling

candidate working independently when you both deem it appropriate.

Site supervisors must have a Pupil Personnel Services Credential in School Counseling and at least two

years of experience (for P-12 placements). All other site supervisors must have a master’s degree and at

least two years of experience in their current position. The site supervisor is responsible for checking in

with the intern regularly, answering questions s/he may have, and for completing and signing fieldwork

forms. The intern is responsible for providing the paperwork, however, the forms are listed here so you will

know what to expect:

Cooperative Agreement (Form #04, p. 23 & 24) - This is an agreement between you, the fieldwork

counseling candidate, and the university supervisor listing some of the tasks, responsibilities, and

experiences the candidate will have while working at your site. A list of Representative Fieldwork

Experiences and Expectations is also included (p. 25). Any experiences you provide will be greatly

appreciated. The more direct contact the candidate has with K-12 (School Counseling) and college

students (Student Affairs) the better.

Weekly Time/Activities Record (Form # 05, p. 26) - The counseling candidate will complete a copy of this

record each week. S/he will list the number of hours spent at your site and the tasks/activities completed. As

the field supervisor, you will sign to confirm the candidate completed the hours and may add comments if you

would like. It is recommended that you keep a copy (or a log) of the candidate’s hours for your own records.

Evaluation(s) of Student - The counseling candidate will give you a copy of the Evaluation of Student by

Field/Site Supervisor (Form, #07 (SC or SA), p. 29-30 or 31-32) and the Disposition Evaluation of Student

by Field/Site Supervisor (Form #08, p. 33) at the end of the term. The completed evaluations should be

placed in a sealed envelope (with your signature across the seal) and returned to the candidate for his/her

university file.

If you wish to discuss the candidate’s performance, professional dispositions, and/or have any questions

regarding his/her fieldwork, please do not hesitate to contact the candidate’s university supervisor (name

22

and contact information should be provided by the candidate at the beginning of the term).

Candidate Dispositions Candidates preparing to work in schools as teachers or other professional school personnel know and

demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help

all students learn.

• Professional Collaboration: Candidates will participate in action-oriented collaboration that will

enable them to learn from others and provide leadership in partnerships with all stakeholders.

• Reflective Practitioner: Candidates are reflective, life-long learners who apply problem solving and

critical thinking strategies and the respectful appreciation of differing points of view.

• Ethical Professional: Candidates’ actions are based on accepted professional standards of conduct

and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and

ethical responsibilities of the profession. • Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the

students/clients they serve by maintaining trusting relationships built upon caring, nurturing

(respective) and meaningful interactions. • Professional Leader: Candidates, throughout their programs, will be strong, determined,

professional leaders with a clear instructional focus using effective communication skills and a

willingness to take risks to ensure the advancement, safety, and welfare of all students in our

communities. • Professional Competence: Candidates will maintain high programmatic outcomes that reflect

research-based practices, principles of learning differentiation, and standards based instruction.

23

Cooperative Agreement – Form #04

Educational Counseling Fieldwork

I. Student Information

Name of Student:

Mailing Address:

City: Zip:

Phone(s):

E-mail Address:

II. Site Information Name of Site:

Name of Site Supervisor:

Title:

Degrees and Credentials:

How many years in current position?

If K-12, how many years as a PPS counselor?

Mailing Address:

City: Zip:

Phone(s):

E-mail Address: Fax:

School/Site Demographics (%):

Asian American Black or African American

Hispanic or Latino Native Hawaiian or other Pacific Islander

White

Multiracial

Other Free/Reduced Lunch

24

III. Agreement Please complete the following areas in detail. Indicate a listing for anticipated counseling fieldwork activities

and experiences, with approximate percentages of the total fieldwork time that will be spent in each activity

and experience.

Dates of fieldwork: Beginning Ending

Days and times to be at site (specific):

Activities/Experiences at Site % Time

Examples (additional examples on next page):

Use Eureka software in career center 5%

Plan and lead counseling groups for 9th

graders 15%

1.

2.

3.

4.

5.

6.

7.

8.

(use additional paper if needed)

Approvals:

Site Supervisor Counseling Student University Supervisor

Date Date Date

25

Representative Fieldwork Experiences and Expectations

School Counseling and Student Affairs in Higher Education

Fieldwork experience should encompass a variety of counseling, administrative, consultative, training, and

assessment activities, which may include, but are not limited to:

Individual counseling

Small group counseling

Large group presentations

Classroom observations Testing/interpretation of results

Career counseling Outreach

Familiarity with school and community resources

Referrals for students/families

Consultation/collaboration Program development and evaluation

Use of technology to promote student learning Use of data-management systems

Report writing/other administrative activities Individual and group supervision

Case conferences and staff meetings

Professional development activities

Budget planning and evaluation

Human Resource Coordination

26

Weekly Time/Activities Record – Form #05 Student’s Name: Term/Year: Date:

Fieldwork Site:

Site Supervisor:

Time Report Week #

Hours This Week

Elem Jr/Mid HS

College Agency Other

Weekly Activities

Number of hours working with students

from diverse groups: ________________

Supervisor’s Comments/Signature

Diverse groups included:

27

NAME:

TERM/YEAR:

Fieldwork Log – Form #06

Elem Jr/Mid High Sch College Agency Seminar Other

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Week 16

TOTAL

TERM/YEAR:


Week 1

Week 2

Week 3 Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Week 15

Week 16

TOTAL


GRAND

TOTAL

28

Student Information and Assignments-Form #12 Student’s Name: Phone Number(s)

Address E-Mail Address

City/Zip Student ID #

Term/Year Course (circle one) EDCS 6210 6220 6310 6320 ________

Assignment

Name of School/Site

Name of Site Supervisor

Phone Number of Site Supervisor

Term/Year Course (circle one) EDCS 6210 6220 6310 6320 _________

Assignment

Name of School/Site




Assignment

Name of School/Site




Assignment

Name of School/Site



29

Evaluation of Student by Site Supervisor (School Counseling; Form #07 SC)

School of Social Sciences and Education

California State University Bakersfield

EDCS 6210 & 6220

Fieldwork in Counseling


Course (circle one) EDCS 6210 6220 5090

Fieldwork Site Date Site Supervisor ____________________________

Rating Scale:

6 = Excellent 2 = Fair 5 = Very Good 1 = Poor

4 = Good 0 = Not Applicable 3 = Average

Circle One:

1. Demonstrates working knowledge of normal human development and specific

understanding of individual strengths/weaknesses affecting learning.

6 5 4 3 2 1 0

2. Displays sensitivity to the effects of ethnic and gender stereotyping as well as to the

effects of family socioeconomic status and lifestyle on student development.

6 5 4 3 2 1 0

3. Exhibits ability to apply culturally appropriate communication styles along with

individual and group counseling techniques.

6 5 4 3 2 1 0

4. Demonstrates ability to identify and to advocate for students at risk of school failure

by using appropriate remedial and developmental school and community programs.

6 5 4 3 2 1 0

5. Displays working knowledge of effective classroom management and conflict

resolution skills.

6 5 4 3 2 1 0

6. Exhibits ability to establish and maintain effective consultation relationships with

parents, teachers, and school staff.

6 5 4 3 2 1 0

30

7. Demonstrates a working knowledge of ethical issues and legal regulations pertaining to students in school settings and counseling situations.

6 5 4 3 2 1 0

8. Displays awareness of community resources and/or employment opportunities along with referral

processes needed.

6 5 4 3 2 1 0

9. Exhibits the ability to administer and interpret a variety of culturally-appropriate assessment instruments.

6 5 4 3 2 1 0

10. Demonstrates effective techniques for facilitating student awareness, exploration, and choices related

to career and educational alternatives.

6 5 4 3 2 1 0

11. Displays the knowledge to plan, implement, and evaluate K-12 school counseling programs.

6 5 4 3 2 1 0

12. Exhibits knowledge and understanding of the role of the counselor as related to teachers, parents, administrators, and the community.

6 5 4 3 2 1 0

Comments:




White

Multiracial


This is to verify that the competencies demonstrated above occurred in a cross-cultural setting.

Signed:

Site Supervisor

Average Score:

5 to 6 = Target 3 to 4.99 = Acceptable 1 to 2.99 = Needs Improvement

31

Evaluation of Student by Site Supervisor (Student Affairs; Form #07 SA)



EDCS 6310 & 6320



Course (circle one) EDCS 6310 6320 5090

Fieldwork Site Date

Site Supervisor

Rating Scale:

6 = Excellent 2 = Fair 5 = Very Good 1 = Poor

4 = Good 0 = Not Applicable 3 = Average

Circle One:

1. Is able to establish effective and professionally ethical relationships with an emphasis upon warmth,

empathy, respect, and ability to listen.

6 5 4 3 2 1 0 2. Is able to make a commitment of primary responsibility to students, while providing adequate

communication to family, staff, and referral sources without violating the confidentiality of the

counseling relationship.

6 5 4 3 2 1 0 3. Demonstrates an understanding of the policies and practices (legal and otherwise) of the organization.

6 5 4 3 2 1 0

4. Demonstrates an understanding of the attitudes and value system of the community.

6 5 4 3 2 1 0

5. Is able to interpret information in such areas as test results, careers, learning progress and abilities,

further education and training, and socio-emotional difficulties to students so that constructive

understanding and viable courses of action may follow.

6 5 4 3 2 1 0 6. Has knowledge of and is able to identify and help with problems in areas such as alcohol/drug use,

pregnancy, racial and sex discrimination, unrest, violence, dropping out, and suicide.

6 5 4 3 2 1 0

32

7. Is able to work closely and effectively with staff in a team approach.

6 5 4 3 2 1 0 8. Is able to plan special counseling programs designed to meet the specific needs of persons not

normally integrated within the program of services, including, but not limited to, disabled and

mentally exceptional persons and minority group members.

6 5 4 3 2 1 0 9. Is able to diagnose tentatively a student’s difficulty and, with knowledge of one’s personal limitation,

choose either to work with that person or refer him/her to an appropriate specialist.

6 5 4 3 2 1 0 10. Demonstrates the ability to establish working relationships with relevant training, educational, and

psychological resources.

6 5 4 3 2 1 0 11. Is able to facilitate follow-up work recommended by school or community agencies as a means of

assisting students in working through specific problem areas.

6 5 4 3 2 1 0 12. Is able to demonstrate a sense of objectivity in areas including but not limited to, presentation of

career and testing information, decision making, and value clarification.

6 5 4 3 2 1 0 Comments:




White

Multiracial


This is to verify that the competencies demonstrated above occurred in a cross-cultural setting.

Signed:

Site Supervisor

Average Score: 5 to 6 = Target 3 to 4.99 = Acceptable 1 to 2.99 = Needs Improvement

Revised July 2016 33

Disposition Evaluation of Student by Site Supervisor

Form #08

Student’s Name_______________________________________Field Supervisor Signature ____________ Date _______________________

Average Score: 2.5 to 3 = Target 2 to 2.33 = Acceptable 1 to 1.83 = Needs Improvement

DISPOSITION Target 3

Acceptable 2

Needs Improvement 1

Not observed/

need further

review

Rating

Professional collaboration Leads and participates in

professional collaboration

with all stakeholders

Engages in professional

collaboration with multiple

stakeholders

Does not engage in

professional collaboration

Reflective practitioner Demonstrates problem

solving and critical thinking

strategies across multiple

settings and situations.

Encourages different points of

view.

Demonstrates problem

solving and critical thinking

strategies.

Is open to different points of

view.

Does not demonstrate either

problem solving, critical

thinking, or appreciation of

differences.

Ethical professional Acts in a manner consistent

with professional standards

and articulates diverse

perspectives, opinions,

obligations and ethical

responsibilities.

Acts in a manner consistent

with professional standards

and shows an awareness of

diverse perspectives, opinions,


responsibilities.

Occasionally demonstrates

professional behavior or shows

minimal awareness of diverse

perspectives, opinions,


responsibilities.

Student/Client Centered Reaches out and builds

connections between and among clients that serve to enhance

trusting relationships with all

constituents.

Builds connections between

and among clients that serve to enhance trusting relationships.

Inconsistently builds

connections between and among clients that serve to

enhance trusting relationships.

Professional Leader Is a professional leader

engaged with all constituents in

learner centered dialog that

ensures the advancement, safety,

and welfare of all students.

Engages with constituents in

learner centered dialog that

ensures the advancement,

safety, and welfare of all

students.

Infrequently engages with

constituents in learner

centered dialog. Exhibits a

pattern of negative attitude

and/or behavior.

Professional Competence Is able to articulate and show

clear evidence of impact on

K-16 student learners through

application of research-based

practices and differentiated

instruction aligned with content

standards.

Maintains high programmatic

outcomes that reflect

research-based practices

aligned with content

standards.

Is unable to maintain high

programmatic outcomes and

is not fully aware of research-

based practices aligned with

content standards.

Revised Jan 17

34

Student Evaluation of Site Supervisor – Form #09



EDCS 6210, 6220 and 6310, 6320

Fieldwork in Counseling (completed by student)

Supervisor’s Name Term/Year

Fieldwork Site Date

Department _

Rating Scale:

6=Excellent 2=Fair

5=Very Good 1=Poor 4=Good 0=Not Applicable

3=Average

Circle One:

1. My supervisor and I met on a scheduled basis each week for supervision.

6 5 4 3 2 1 0

2. My supervisor was helpful and supportive.

6 5 4 3 2 1 0

3. My supervisor was accessible/available for telephone or in-person consultation.

6 5 4 3 2 1 0

4. My supervisor addressed the issues presented in a knowledgeable and competent manner.

6 5 4 3 2 1 0

5. My supervisor’s suggestions reflected a current knowledge base and understanding of the profession.

6 5 4 3 2 1 0

6. I would like to work with this supervisor again.

6 5 4 3 2 1 0

7. Comments on items 1-6

8. Supervisor’s strengths

9. Suggestions for improvement

Revised Jan 17

35

Student Evaluation of University Supervisor – Form #10



EDCS 6210, 6220 and 6310, 6320

Fieldwork in Counseling (completed by student)

Supervisor’s Name Term/Year

Rating Scale:

6=Excellent 2=Fair 5=Very Good 1=Poor

4=Good 0=Not Applicable 3=Average

Circle One:

4. My supervisor kept all scheduled appointments.

6 5 4 3 2 1 0

2. My supervisor was helpful and supportive.

6 5 4 3 2 1 0

3. My supervisor was accessible/available for telephone or in-person consultation.

6 5 4 3 2 1 0

4. My supervisor addressed the issues presented in a knowledgeable and competent manner.

6 5 4 3 2 1 0

5. My supervisor’s suggestions reflected a current knowledge base and understanding of the profession.

6 5 4 3 2 1 0

6. I would like to work with this supervisor again.

6 5 4 3 2 1 0

7. Comments on items 1-6

8. Supervisor’s strengths

9. Suggestions for improvement

Revised Jan 17

36

Student Self-Evaluation (School Counseling, Form #11 SC)



Fieldwork in Counseling Student’s Name Term/Year

Course (circle one) EDCS 6210 6220 6230 6240

Fieldwork Site _ Date

Rating Scale:

6 = Excellent 2 = Fair

5 = Very Good 1 = Poor 4 = Good 0 = Not Applicable

3 = Average

Circle One:

1. Demonstrates working knowledge of normal human development and specific

understanding of individual strengths/weaknesses affecting learning.

6 5 4 3 2 1 0

2. Displays sensitivity to the effects of ethnic and gender stereotyping as well as to the

effects of family socioeconomic status and lifestyle on student development.

6 5 4 3 2 1 0

3. Exhibits ability to apply culturally appropriate communication styles along with

individual and group counseling techniques.

6 5 4 3 2 1 0

4. Demonstrates ability to identify and to advocate for students at risk of school failure

by using appropriate remedial and developmental school and community programs.

6 5 4 3 2 1 0

5. Displays working knowledge of effective classroom management and conflict

resolution skills.

6 5 4 3 2 1 0

6. Exhibits ability to establish and maintain effective consultation relationships with

parents, teachers, and school staff.

Revised Jan 17

37

6 5 4 3 2 1 0

7. Demonstrates a working knowledge of ethical issues and legal regulations pertaining to students in

school settings and counseling situations.

6 5 4 3 2 1 0

8. Displays awareness of community resources and/or employment opportunities along with referral

processes needed.

6 5 4 3 2 1 0

9. Exhibits the ability to administer and interpret a variety of culturally-appropriate assessment

instruments.

6 5 4 3 2 1 0

10. Demonstrates effective techniques for facilitating student awareness, exploration, and choices related to

career and educational alternatives.

6 5 4 3 2 1 0 11. Displays the knowledge to plan, implement, and evaluate K-12 school counseling programs.

6 5 4 3 2 1 0

12. Exhibits knowledge and understanding of the role of the counselor as related to teachers, parents,

administrators, and the community.

6 5 4 3 2 1 0

Comments:

Student’s Signature: _________________________________________

Revised Jan 17

38

Student Self-Evaluation (Student Affairs; Form #11SA)





Course (circle one) EDCS 6310 6320 6340 6350

Fieldwork Site Date

Department

Rating Scale:

6 = Excellent 2 = Fair

5 = Very Good 1 = Poor

4 = Good 0 = Not Applicable

3 = Average

Circle One:

1. Is able to establish effective and professionally ethical relationships with an emphasis upon warmth,

empathy, respect, and ability to listen.

6 5 4 3 2 1 0 2. Is able to make a commitment of primary responsibility to students, while providing adequate

communication to family, staff, and referral sources without violating the confidentiality of the

counseling relationship.

6 5 4 3 2 1 0 3. Demonstrates an understanding of the policies and practices (legal and otherwise) of the organization.

6 5 4 3 2 1 0

4. Demonstrates an understanding of the attitudes and value system of the community.

6 5 4 3 2 1 0

5. Is able to interpret information in such areas as test results, careers, learning progress and abilities,

further education and training, and socio-emotional difficulties to students so that constructive

understanding and viable courses of action may follow.

6 5 4 3 2 1 0 6. Has knowledge of and is able to identify and help with problems in areas such as alcohol/drug use,

pregnancy, racial and sex discrimination, unrest, violence, dropping out, and suicide.

6 5 4 3 2 1 0

Revised Jan 17

39

7. Is able to work closely and effectively with staff in a team approach.

6 5 4 3 2 1 0 8. Is able to plan special counseling programs designed to meet the specific needs of persons not

normally integrated within the program of services, including, but not limited to, disabled and

mentally exceptional persons and minority group members.

6 5 4 3 2 1 0 9. Is able to diagnose tentatively a student’s difficulty and, with knowledge of one’s personal limitation,

choose either to work with that person or refer him/her to an appropriate specialist .

6 5 4 3 2 1 0 10. Demonstrates the ability to establish working relationships with relevant training, educational, and

psychological resources.

6 5 4 3 2 1 0 11. Is able to facilitate follow-up work recommended by school or community agencies as a means of

assisting students in working through specific problem areas.

6 5 4 3 2 1 0 12. Is able to demonstrate a sense of objectivity in areas including but not limited to, presentation of

career and testing information, decision making, and value clarification.

6 5 4 3 2 1 0

Comments:

Signed:_

Student

Revised Jan 17

40

EDCS 6220 and 6320*

Case Study Guidelines

Please identify a K-12 or college student (from a racial and ethnic group different from your own) to

work with closely during your fieldwork experience. Write an 8 to 10-page paper describing your work

with the student. Please use the following format (and label each section in your paper):

I. Analysis and Synthesis Collect information/data about the student. This information should come from multiple sources

such as: school records, assessments, observations, interviews, referrals, pretests, etc. Summarize and organize the data in such a manner so as to reveal the student’s strengths, weaknesses, etc.

II. Diagnosis Describe consistencies and patterns leading to a summary of the problem(s) or situation(s),

possible causes, and other significant and relevant characteristics of the student.

III. Interventions

Describe in detail your interventions/strategies in working with the student. What exactly did you

do? How did the student respond?

IV. Evaluation

Results? Were you successful? Describe evidence from your pre and posttest. Include a decision

for termination or referral. Note: Please include an electronic copy of your pre and posttest

questions with your emailed paper; include copies of the pre and posttest completed by the

student with the hard copy of your final paper.

V. Reflection Describe your experience working with an individual from a racial and ethnic group different

from your own. What were your challenges? What were your successes?

Please consult with your supervisors as needed throughout this process.

Suggested Timeline:

Week 1-3 Identify the student; obtain parent permission (if needed); collect background data (including a pre-

test); diagnose the problem; plan your interventions/strategies

Week 4-13

Implement your interventions/strategies; maintain case notes describing your meetings with the

student, your progress, concerns, etc.

Week 13-15 Collect post-test data; write your paper

*Student Affairs students may work with their University Supervisor on a project based case study.

Note: Your case study is due the end of the semester in which you are enrolled in 6220 or 6320. You

will not receive credit for this class until the case study is satisfactorily completed. (1. Upload a copy of your Case Study to Livetext, email an electronic copy to your university

supervisor, and place original/hard copy your fieldwork folder).

Revised Jan 17

41

Student Name:

EDCS 6220,

EDCS 6320* Case Study Grading Rubric

Target

3

Acceptable

2

Needs Improvement

1

Rating

Analysis and

Synthesis

Includes data from 4 or

more sources (sources are

explicitly stated in the case

study); reveals the

student’s strengths,

weaknesses, etc.

Includes data from at least

three sources (sources are

explicitly stated in the case study); reveals the


weaknesses, etc.

Includes data from one to

two sources (sources are not

stated in the case study);

minimal detail of the


weaknesses, etc.

Diagnosis Detailed description of

consistencies or patterns

leading to a summary of

the problem or situation;

describes possible causes;

includes other significant

characteristics of the

student

Describes consistencies or

patterns leading to a

summary of the problem or situation; describes

possible causes; no other

significant characteristics

of the student included

Does not identify

consistencies or patterns

leading to the problem or

situation; does not describe

possible causes; no other

significant characteristics of

the student included

Interventions Includes five to six

sessions; detailed summary

of strategies and techniques used; strong

plan

Includes four sessions;

detailed summary of

strategies and techniques

used; average plan

Less than four sessions;

weak summary of strategies

and techniques used; poor

plan

Evaluation Detailed summary of

results; includes strong pre

and posttest evidence;

includes decision for

termination or referral

Includes summary of

results, pre and posttest

evidence, and decision for

termination or referral

Short summary of results;

pre and posttest evidence is

weak or missing; no

decision for termination or

referral

Reflection Thoughtful description of

the experience, the

challenges, and the

successes

Full description of the

experience, the

challenges, and the

successes

Minimal description of the

experience, the challenges,

and the successes

Miscellaneous Paper is well written; each

section is labeled; has

minimal grammar or

spelling errors; 8-10 pages

in length

Writing is average; each

section of paper is labeled;

has a few grammar and/or

spelling errors; 8-10 pages

in length

Paper is poorly written; no

labels used; has many

grammar and/or spelling

errors; less than 8 pages in

length

Total

Average Score: 2.5 to 3 = Target 1.67 to 2.49 = Acceptable 1 to 1.66= Needs Improvement

Revised Jan 17

42

EDCS Program Exit Survey

All EDCS students enrolled in EDCS 6220 and 6330 must complete the EDCS Program Exit Survey. Please

provide feedback on your level of preparation in the Educational Counseling program. Your feedback is valued,

and will be used to make program improvements. Please print out a copy of the confirmation (see below) that

you have completed the EDCS Exit Survey before you proceed to the next page. You will be required to

present a hard copy of that confirmation when you apply for your PPS in the CSUB Credentials Office and

you will not be able to return to this page…please follow the directions on this page of the survey.






Revised Jan 17

43

Credential Application for PPS: School Counseling

CREDENTIAL APPLICATION PROCESS AND TIMELINE

1. Congratulations on the completion of your program! Your next step is to apply for your credential.

Applications are available online under your specific program at http://www.csub.edu/sse/credentials/.

Return all completed application forms along with any additional items not previously submitted for

your file (refer to checklist with the online application) to the Credentials Office or by mail for

evaluation and processing. It is advised that you make copies of your documents prior to submitting them

to our office.

2. You will need a personal, permanent email address that will be valid for a minimum of one year. An

email address from a school district will not be accepted. These internet providers have spam blockers

that prohibit CTC from corresponding with you. If necessary, create a new email address through Gmail,

Yahoo or Hotmail. Please make sure your email address is legible.

3. The Credential Office will review documents, verify eligibility, and recommend for the credential

using the online Commission on Teacher Credentialing (CTC) processing system. Applications will be

processed in the order in which they are received. Depending upon volume, it may take several weeks

before your application is processed. Requests submitted with coursework in progress will be partially

processed, then held. Processing will be completed at the end of the quarter when grades have been posted

and all components of the program have been met. If additional documentation is required, you will be

notified via email by the Credential Office.

4. Once the Credential Office has submitted the online recommendation, you will be notified, by email,

from CTC, to complete the online portion of the application including the ‘Personal and Professional

Fitness’ questionnaire and payment portion of the process. Please note that the CTC processing system

requires a credit card to complete this step. After making the online payment, an email will be sent to you

with a confirmation number. This payment confirmation email may be used to verify your recommendation

status with an employer.

Provided that there are no extenuating circumstances, CTC will send you an e-mail confirming that the

credential has been issued and instructions on how to obtain a copy. The Commission no longer prints or

provides an official copy of your document. You are advised to save all confirmation emails until your

credential has been posted to the CTC website www.ctc.ca.gov.

For general questions regarding the application process please contact us at: 661/654-2110 (Bakersfield

Campus). **CTC Fee Restoration **

Effective July 1, 2012, Credential application fees for new and renewal documents will be $70.00. All online

transactions are subject to a $2.00 service fee in addition to the application fee.

http://www.csub.edu/sse/credentials/

http://www.csub.edu/sse/credentials/


Revised Jan 17

44

Credential Application Checklist for Administrative Services OR Pupil Personnel Services

Eligibility for the Administrative Services Credential requires verification of the following:

Successful completion of the Education Administration Credential program. Coursework

options must be approved on your program plan by your advisor. A program change form must be on

file for any changes. Please be advised that we cannot process your application prior to the grades

being posted on your CSUB transcript.

Copy of CBEST: copy of official scores.

Verification of Experience Letter: letter from your district verifying 3 years

teaching/counseling experience. www.ctc.ca.gov/credentials/leaflets/41-EXP.pdf

Valid Teaching Credential: you must hold a current/valid teaching credential posted on the

CTC website.

Verification of Employment: CL777 form completed by Employing Agency verifying

employment as an Administrator. www.ctc.ca.gov/credentials/leaflets/cl777.pdf or obtain a

Certificate of Eligibility.

Verification of CSU Exit Survey. Attach a copy of survey completion page.

Eligibility for the Pupil Personnel Services Credential requires verification of the following:

Bachelor’s Degree from a regionally-accredited college or university: copy of official

transcripts.

Successful completion of the Pupil Personnel Services Credential program. Coursework

options must be approved on your program plan by your advisor. A program change form must be on

file for any changes. Please be advised that we cannot process your application prior to the grades

being posted on your CSUB transcript.

Copy of CBEST: copy of official scores.

Valid Certificate of Clearance: or hold a teaching credential.

Verification of CSU Exit Survey. Attach a copy of survey completion page.


http://tinyurl.com/EDCSexitsurvey Verification of these items may already be on file. If you are uncertain what is in your file, please contact

your Evaluator, Julia Bavier, 661/654-3193 or [email protected]

1/2013 sp

http://www.ctc.ca.gov/credentials/leaflets/41-EXP.pdf

http://www.ctc.ca.gov/credentials/leaflets/cl777.pdf


mailto:[email protected]

educational counseling program fieldwork handbook

Documents